A Look at EFL Technical Students’ Use of Learning Strategies in Taiwan

Yu-Wei Chu, Bih-Shia Huang, Ming-Piao Shih, Chih-Hsin Tsai

Abstract


253 freshmen taking Freshman English from a university of technology in the central Taiwan participated in this study. The

purposes of this research were to explore what learning strategy was used more frequently by college students and to

investigate the variance of using learning strategies among students of different English proficiency levels. The results

indicated that the most frequently used strategy in learning English was Compensation and followed by Affective, Social,

Memory, Metacognitive, and Cognitive strategies respectively. High proficiency students used these six learning strategies

more frequently than low proficiency ones. All the six learning strategies existed positive correlation with English

academic achievement individually.
It is suggested that teachers should explore a variety of different learning strategies with their students, and think

carefully about which strategies offer the greatest prospect for improvement for students within a specific educational

environment. Instructing learning strategies in class by EFL teachers will also promote students’ motivation in learning

English and enhance their learning effectiveness and efficiency.


Full Text: PDF DOI: 10.5430/wje.v2n3p16

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

 

World Journal of Education
ISSN 1925-0746(Print)   ISSN 1925-0754(Online)

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